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Please Note:

Please Note: The intent of this presentation is to provide content related to the need for and development of school-wide expectations as part of school-wide Positive Behavior Supports (PBS) This presentation is part of a course series and not intended as a stand alone presentation.

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  1. Please Note: • The intent of this presentation is to provide content related to the need for and development of school-wide expectations as part of school-wide Positive Behavior Supports (PBS) • This presentation is part of a course series and notintended as a stand alone presentation. • Please notify the developers before altering or using for any reason other than the intended purpose. • When using these materials, please cite the Hamilton County Center for Regional Educational Services. Contact: Karen Stine (513) 674.4308 or karen.stine@hcesc.org

  2. School-Wide Positive Behavior Supports Course Series Session One: School-wide Expectations

  3. School-Wide Expectations School-wide expectations are a list of specific, positively stated overarching behaviors that are desired of ALL faculty, students and families.

  4. Why Do We Need School-wide Expectations? • Big Ideas of School-wide Positive Behavior Supports • Avoids the Assumption That Students Should Know How to Behave • Makes Hidden Rules or Expectations Overt • Addresses Potential Mismatches Between Home and School Cultures

  5. Key Characteristics of School-wide Expectations • 3 to 5 overarching behavioral expectations • Agreed upon • Clearly communicated • Overtly taught in all settings • Understood by all • Posted and distributed widely • Consistently demonstrated and implemented by all adults in the school

  6. How Do You Develop Expectations? • What does your school already have in place? • Getting input from all stakeholders • Who are your stakeholders? • How will you get input? • Making the final decision • What process will your team use to determine the final 3-5 expectations?

  7. Example of Expectations

  8. Non-example of Expectations No Yelling No Running No Hitting

  9. Developing a Matrix: Defining Expectations in Specific Settings • Identify all settings in your building • Define your expectations for each setting • Why? • How?

  10. Considerations for Developing Your Expectation Matrix Behavior definitions for each setting should be: • Observable and measurable • Age-appropriate • Behaviors students can perform successfully • Easy to understand and remember • Stated positively • Few in number

  11. Example of Expectations Matrix

  12. Non-example of Expectation Matrix

  13. Posting Your Expectations • What will you post? • Where will you post?

  14. Poster Example

  15. Next Steps • After the expectations have been identified and defined for each setting, they need to be explicitly taught. • Session 2 of this PBS course series will focus on developing effective lesson plans for explicitly teaching your school-wide expectations.

  16. What to Bring to Session 1on January 29th • PBS Survey results • Office Discipline Referral data • Any other data that may be helpful for planning • Any existing school rules, expectations, etc.

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